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El. knyga: Schools and Religions: Imagining the Real

(Bishop Grosseteste University, UK)
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Stern (director, Centre for Educational Studies, University of Hull, UK) draws on the work of Martin Buber and Vygotskyan social constructs as well as a wide range of cross-cultural studies in his short but very dense book on the teaching of religion in the schools. Stern covers the place of the school within society and the need to include a study of various beliefs, both from a sociological and religious standpoint, with an emphasis on dialogue and inclusion. He then expands this to the possible results of such an education in the local, national and international community. There is a discussion of his philosophical sources and a bibliography. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)
Acknowledgements ix
Foreword by Professor John Hul xi
Preface xiii
1 Introduction: the philosophy of schooling 1
Action philosophy
1
Philosophers and more
4
Section A: Dialogue, community, society and learning 9
2 The self and inclusion: imagining the real
11
Introduction
11
The learning person
12
Connection
14
Dialogue
17
3 Community and society: fundamentals and fundamentalism
20
Introduction
20
Communities and societies
21
Testing community and society: fundamentalism and modernism
23
Heteroglot communities in a world with fundamentalism
26
Conclusion: modelling diversity and religion
27
4 Schooling and learning: to live human lives properly
29
Introduction: learning school or learning community?
29
What are schools?
31
Ambiguities of schools
34
Conclusion: the fictive school
41
5 Inclusive research: voicing and learning
42
Introducing inclusive research
42
Voicing pupils, teachers and the wider school community
45
Beyond false dichotomies in research
47
Conclusion
48
Section B: Religion and education 51
6 Investigating text and context
52
Introduction
52
Exploring the Bible: the Biblos project
54
Approaching the Qur'an
57
The Bhagavad Gita and young children
59
Conclusion
60
7 Dialogue within and between
63
Introduction
63
Dialogue in religious education across Europe
64
Dialogue and children's voices
69
Conclusion: dialogue in schools and between nations
74
8 Inclusions and religious education
75
Introduction: the 'church of inclusion'?
75
Religious education curricular and pedagogic inclusiveness
75
Religious education and special educational needs: three case studies
81
Religious education, inclusion and exclusion, and new religious movements
89
Conclusion
92
9 Teaching and learning: about and from
94
Introduction
94
Research on religious education
95
Research on pedagogy
97
The varieties of religious education pedagogy
101
Conclusion
106
10 Religious education and citizenships
107
Introduction
107
Values and citizenship
107
Research into the impact of religious education and citizenship education
110
Religion within citizenship and human rights education
113
Case studies of citizenship work in religious education
115
Conclusion
118
Section C: Learning, research and practice: schools and religions with attitude 119
11 Creativity and creation: beyond the cuckoo dock
121
Introduction: a dialogue of creation
121
The presence and absence of creativity
121
Agency, originality and value
124
Creativity in schools and religious education
126
Music in religious education
128
Conclusion
134
12 Blinded by the vision: schools, religions, policies and politics
135
Introduction: vision and policy
135
Policy or not?
137
Who makes policy?
138
The impact of policy models on leadership and followership
144
Researching the impact of policy
148
Conclusion: enlightened policy
151
13 Learning beyond school: worldly homework
153
Introduction: schools, homes, families and worlds
153
Loving and hating homework
154
Expansion homework: schooling beyond school, using computers
155
Application homework: the meaning of schooling for the rest of the world
156
Capture homework: families, communites and religions brought in to the curriculum
159
Conclusion: more than lingering fitfully
163
14 Sincerity in research: people mattering
164
Introduction
164
Research and sincerity: more than not lying
165
Sincerity in religious education research
168
Ethnography and religious education: they see us in a very funny way!
169
Ethnography, Muslim diversity and religious education
171
Conclusion: we live amidst unfinished business
174
Bibliography 176
Index 197


Dr Julian Stern is Director of the Centre for Educational Studies at the University of Hull, UK. He has written numerous education books, including several for Continuum.
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